TY - JOUR
T1 - Improving Team Skills of Health Care Practitioners
T2 - Effects of an Interprofessional Education Program
AU - Cohen, Elaine V.
AU - Luce, Virge
AU - González, Manny J.
AU - Hagestuen, Ruth
AU - González-Ramos, Gladys
AU - Cohen, Hillel W.
N1 - Publisher Copyright:
Copyright © 2021 The Alliance for Continuing Education in the Health Professions.
PY - 2021
Y1 - 2021
N2 - Introduction: Health care practitioners in Parkinson’s care need to learn effective interprofessional team skills. This study examines posttraining effects on team skills of health practitioners attending an interprofessional education (IPE) program for team-based Parkinson’s care. Methods: Using a quasi-experimental pre–post design, practitioners (n = 236) in nine professions (physician, nurse and nurse practitioner, physician assistant, occupational, physical and music therapy, speech-language pathology, and social work) completed the validated, self-report Team Skills Scale, before and after the training. Associations of Team Skills Scale change with intention to change practice, measured at end of each training day, and with improved attitudes toward team, knowledge, confidence, and amount of new information were examined. Results: All professions, except physician assistant, significantly improved perceived team skills, as did those showing greatest intention to change practice, with no meaningful differences in magnitude of change across profession groups. Team skills change was significantly associated with improved attitudes toward health care teams, increased knowledge about team and the role of other professions, and new knowledge gained. Confidence in Parkinson’s care showed modest, statistically significant association with team skills improvement. Discussion: The Allied Team Training for Parkinson-IPE program significantly improved perceived team skills of health care practitioners, effectively teaching about skills for collaborative teamwork. Future IPE research should explore whether similar programs in other settings achieve the enhanced team skills competencies with postlicensure practitioners observed here and validate our findings from self-developed measures using larger samples, additional professions, and follow-up of transfer of learning effects through direct observation of skills of actual teams.
AB - Introduction: Health care practitioners in Parkinson’s care need to learn effective interprofessional team skills. This study examines posttraining effects on team skills of health practitioners attending an interprofessional education (IPE) program for team-based Parkinson’s care. Methods: Using a quasi-experimental pre–post design, practitioners (n = 236) in nine professions (physician, nurse and nurse practitioner, physician assistant, occupational, physical and music therapy, speech-language pathology, and social work) completed the validated, self-report Team Skills Scale, before and after the training. Associations of Team Skills Scale change with intention to change practice, measured at end of each training day, and with improved attitudes toward team, knowledge, confidence, and amount of new information were examined. Results: All professions, except physician assistant, significantly improved perceived team skills, as did those showing greatest intention to change practice, with no meaningful differences in magnitude of change across profession groups. Team skills change was significantly associated with improved attitudes toward health care teams, increased knowledge about team and the role of other professions, and new knowledge gained. Confidence in Parkinson’s care showed modest, statistically significant association with team skills improvement. Discussion: The Allied Team Training for Parkinson-IPE program significantly improved perceived team skills of health care practitioners, effectively teaching about skills for collaborative teamwork. Future IPE research should explore whether similar programs in other settings achieve the enhanced team skills competencies with postlicensure practitioners observed here and validate our findings from self-developed measures using larger samples, additional professions, and follow-up of transfer of learning effects through direct observation of skills of actual teams.
KW - continuing
KW - interprofessional education
KW - professional development
KW - team collaboration in health care
KW - team skills
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U2 - 10.1097/CEH.0000000000000358
DO - 10.1097/CEH.0000000000000358
M3 - Article
C2 - 33929352
AN - SCOPUS:85115440141
SN - 0894-1912
VL - 41
SP - 185
EP - 194
JO - Journal of Continuing Education in the Health Professions
JF - Journal of Continuing Education in the Health Professions
IS - 3
ER -